Identidad onto-epistemológica de investigadores educativos en formación

This text analyzes the dimensions and main factors that influenced the development of the onto-epistemological identity of educational researchers in training. Qualitative methodology was employed with a case study design. Data were obtained from interviews applied to 14 students who completed their research projects in a master’s degree focused on research. The systematization, categorization and construction of meaning from the data were carried out using MaxQDA-2020. It was found that the identity of educational researchers is structured by the ontological, epistemological and political dimensions, which allowed the conception of the notion of onto-epistemological identity. Their formation was influenced by epistemological beliefs, professional training, work context, and institutional identity of the postgraduate course they took. It is concluded that the articulation of the onto-epistemological identity should constitute the basis for training educational researchers, since it enables them to place the human being as the entity that precedes and guides the construction of meaning to their research processes; it enables them to identify the conditions of production, circulation and reception of the dominant discourses that influence their research path, and allows them to argue the nature of the knowledge they produce and its application in the educational context they investigate.